BILL NUMBER: SB 573 CHAPTERED
BILL TEXT
CHAPTER 986
FILED WITH SECRETARY OF STATE SEPTEMBER 30, 2000
APPROVED BY GOVERNOR SEPTEMBER 26, 2000
PASSED THE SENATE AUGUST 31, 2000
PASSED THE ASSEMBLY AUGUST 28, 2000
AMENDED IN ASSEMBLY AUGUST 25, 2000
AMENDED IN ASSEMBLY JULY 6, 2000
AMENDED IN SENATE JANUARY 26, 2000
AMENDED IN SENATE APRIL 28, 1999
AMENDED IN SENATE APRIL 5, 1999
INTRODUCED BY Senator Alarcon
FEBRUARY 23, 1999
An act to amend Sections 406, 99220, 99221, 99222, 99224, 99225,
and 99225.5 of, and to add and repeal Article 5.7 (commencing with
Section 44309) of Chapter 2 of Part 25 of, the Education Code,
relating to teachers, and making an appropriation therefor.
LEGISLATIVE COUNSEL'S DIGEST
SB 573, Alarcon. Teachers.
(1) Existing law requests the Regents of the University of
California to jointly develop with the Trustees of the California
State University and the independent colleges and universities, the
California Professional Development Institutes. Existing law
requires the institutes to be offered at sites widely distributed
throughout the state in order to provide maximum access.
This bill would provide that the sites for the institutes shall
include programs offered through instructor-led, interactive online
courses, in accordance with existing state law. The bill would
require each institute to accommodate at least 5% of the participants
through existing state approved, online instructor-led courses,
programs, or both.
(2) Existing law authorizes the Commission on Teacher
Credentialing to issue or renew emergency teaching or specialist
permits if the applicant possesses a baccalaureate degree, fulfills
certain subject matter requirements, and passes the state basic
skills proficiency test and the commission approves the justification
for the emergency permit submitted by the school district in which
the applicant is to be employed. Existing law requires the holder of
an emergency permit to participate in ongoing training, coursework,
or seminars designed to prepare the individual to become a fully
credentialed teacher or other educator in the subject area in which
he or she is assigned to teach or serve.
Existing law, the California Pre-Internship Teaching Program,
authorizes the Commission on Teacher Credentialing, as resources are
available to school districts, to issue a pre-intern teaching
certificate instead of an emergency multiple subjects permit to an
individual who meets the minimum requirements set by the commission
and, when resources remain after funding pre-interns pursuing a
multiple subject emergency credential, to issue a pre-intern teaching
certificate instead of an emergency single subject permit to an
individual who is employed by a school district approved by the
commission and meets the minimum requirements set by the commission.
Existing law establishes the California Beginning Teacher Support
and Assessment System for, among other purposes, providing an
effective transition into the teaching career for first-year and
second-year teachers, improving the educational performance of pupils
through improved training, information, and assistance for new
teachers, ensuring the professional success and retention of new
teachers, and ensuring that an individual induction plan is in place
for each participating beginning teacher and is based on an ongoing
assessment of the development of the beginning teacher.
This bill would authorize the Los Angeles County Office of
Education to design and implement a one-year telecommunications-based
pilot project for the purpose of offering an intensive professional
growth program for teachers in hard to staff schools. The pilot
project would demonstrate the efficacy of using an interactive,
online, telecommunications-based learning model that supports the
Beginning Teacher Support and Assessment Program and the California
Pre-Internship Teaching Program.
The bill would provide that first-year and second-year elementary
school teachers who are employed in hard to staff schools and
eligible to participate in the Beginning Teacher Support and
Assessment Program or the California Pre-Internship Teaching Program
are eligible to apply to participate in the pilot project.
Participants would receive academic credit. If the county office
designs and implements the project, the bill would require the Los
Angeles County Office of Education, in partnership with the
California State University system, to develop the content of the
professional development offered by the pilot project. The bill
would similarly require the Los Angeles County Office of Education if
it implements the project, to contract for an independent extensive
evaluation of the pilot project and to submit a report of the
evaluation to the Legislature before continuing or expanding the
program.
The bill would appropriate $1,000,000 to the Los Angeles County
Office of Education for the purposes of implementing the one-year
telecommunications-based pilot project.
Appropriation: yes.
THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:
SECTION 1. (a) The Legislature finds and declares all of the
following:
(1) There is a shortage of experienced qualified teachers in
schools that have been deemed hard to staff schools.
(2) Large numbers of the teachers at these schools currently have
temporary or emergency credentials.
(3) The pupils in these schools will benefit most from qualified
veteran credentialed teachers who bring the wisdom of years of
practical experience.
(b) Therefore, it is the intent of the Legislature in enacting the
act adding this section to accomplish all of the following:
(1) Enhance the ability of candidates for teaching credentials to
successfully complete their credentialing program.
(2) Train teachers for more effective service in hard to staff
schools.
(3) Retain teachers employed in hard to staff schools.
(4) Place special emphasis on teaching English learners.
(5) Utilize new technologies and distance learning techniques to
demonstrate program and cost-efficiencies in teacher training.
SEC. 2. Section 406 of the Education Code is amended to read:
406. (a) The Regents of the University of California are
requested to authorize the President of the University of California
or his or her designee to jointly develop English Language
Development Professional Institutes with the Chancellor of the
California State University, the Chancellor of the California
Community Colleges, the independent colleges and universities, and
the Superintendent of Public Instruction, or their designees. In
order to provide maximum access, the institutes shall be offered at
sites widely distributed throughout the state, which shall include
programs offered through instructor-led, interactive online courses,
in accordance with existing state law. In order to maximize access
to teachers and administrators who may be precluded from
participating in an onsite institute due to geographical, physical,
or time constraints, each institute shall be required to accommodate
at least 5 percent of the participants through existing state
approved online instructor-led courses, programs, or both. The
California subject matter projects, an intersegmental,
discipline-based professional development network administered by the
University of California, is requested to be the organizing entity
for the institutes and follow-up programs.
(b) (1) Commencing in the 1999-2000 academic year, the institutes
shall provide instruction for school teams from each school
participating in the program established pursuant to this chapter.
Commencing in the 2000-01 academic year, the institutes may provide
instruction for school teams serving English language learners in
kindergarten and grades 1 to 12, inclusive. A school team shall
include teachers who do not hold cross-cultural or bilingual
cross-cultural certificates or their equivalents, teachers who hold
those certificates or their equivalents, and a schoolsite
administrator. The majority of the team shall be teachers who do not
hold those cross-cultural certificates or their equivalents. If the
participating school team employs instructional assistants who
provide instructional services to English language learners, the team
may include these instructional assistants.
(2) Commencing in July 2000, the English Language Development
Institutes shall provide instruction to an additional 10,000
participants. These participants shall be in addition to the 5,000
participants authorized as of January 1, 2000. Commencing July 2001,
and each fiscal year thereafter, the number of participants
receiving instruction through the English Language Development
Institutes shall be specified in the annual Budget Act.
(3) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' reading scores are at or below the 40th
percentile on the English language arts portion of the achievement
test authorized by Section 60640.
(B) Schools in which a high percentage of pupils score below grade
level on the English language development assessment authorized by
Section 60810, when it is developed.
(C) Schools with a high number of new, underprepared, and
noncredentialed teachers. Underprepared teachers shall be defined as
teachers who do not possess a cross-cultural or bilingual
cross-cultural certificate, or their equivalents.
(D) Schools in which the enrollment of English language learners
exceeds 25 percent of the total school enrollment.
(E) Schools with a full complement of team members as described in
paragraph (1).
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(C) of paragraph (2).
(c) Each team member who satisfactorily completes an institute
authorized by this section shall receive a stipend, commensurate with
the duration of the institute, of not less than one thousand dollars
($1,000) nor more than two thousand dollars ($2,000), as determined
by the University of California.
(d) Instruction provided by the institutes shall be consistent
with state-adopted academic content standards and with the English
language development standards adopted pursuant to Section 60811.
(e) (1) Instruction at the institutes shall consist of an
intensive, sustained training period of no less than 40 hours nor
more than 80 hours during the summer or during an intersession break
or an equivalent instructor-led, online course and shall be
supplemented during the following school year with no fewer than 80
hours nor more than 120 hours of instruction and schoolsite meetings,
held on at least a monthly basis, to focus on the academic progress
of English language learners at that school.
(2) Instruction at the institutes shall be of sufficient scope,
depth, and duration to fully equip instructional personnel to offer a
comprehensive and rigorous instructional program for English
language learners and to assess pupil progress so these pupils can
meet the academic content and performance standards adopted by the
State Board of Education. The instruction shall be designed to
increase the capacity of teachers and other school personnel to
provide and assess standards-based instruction for English language
learners.
(3) The instruction shall be multidisciplinary and focus on
instruction in disciplines for which the State Board of Education has
adopted academic content standards. The instruction shall also be
research-based and provide effective models of professional
development in order to ensure that instructional personnel increase
their skills, at a minimum, in all of the following:
(A) Literacy instruction and assessment for diverse pupil
populations, including instruction in the teaching of reading that is
research-based and consistent with the balanced, comprehensive
strategies required under Section 44757.
(B) English language development and second language acquisition
strategies.
(C) Specially designed instruction and assessment in English.
(D) Application of appropriate assessment instruments to assess
language proficiency and utilization of benchmarks for
reclassification of pupils from English language learners to fully
English proficient.
(E) Examination of pupil work as a basis for the alignment of
standards, instruction, and assessment.
(F) Use of appropriate instructional materials to assist English
language learners to attain academic content standards.
(G) Instructional technology and its integration into the school
curriculum for English language learners.
(H) Parent involvement and effective practices for building
partnerships with parents.
(f) It is the intent of the Legislature that a local educational
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of the course requirements to
an enrolled candidate who satisfactorily completes a California
English Language Development Institute program if the program has
been certified by the Commission on Teacher Credentialing as meeting
preparation standards.
(g) Nothing in this section shall be construed to prohibit a team
member from attending an institute authorized by this section in more
than one academic year.
(h) This section shall not apply to the University of California
unless and until the Regents of the University of California act, by
resolution, to make it applicable.
SEC. 3. Article 5.7 (commencing with Section 44309) is added to
Chapter 2 of Part 25 of the Education Code, to read:
Article 5.7. Telecommunications-Based Professional Development
Pilot Project for Teachers in Hard to Staff Schools
44309. (a) The Los Angeles County Office of Education may design
and implement a one-year telecommunications-based pilot project for
the purpose of offering an intensive professional growth program for
teachers in hard to staff schools.
(b) The pilot project shall demonstrate the efficacy of using an
interactive, online, telecommunications-based learning model that
supports the professional development component of the Beginning
Teacher Support and Assessment Program set forth in Article 4.5
(commencing with Section 44279.1) and the California Pre-Internship
Teaching Program set forth in Article 5.6 (commencing with Section
44305).
(c) The pilot project shall use the technologies of
telecommunications-based distance learning, satellites for showing
promising practices and overcoming time and space barriers, and
videoconferencing for interactive group work and materials sharing.
(d) First-year and second-year elementary school teachers who are
currently employed in a hard to staff school and eligible to
participate in the Beginning Teacher Support and Assessment Program
set forth in Article 4.5 (commencing with Section 44279.1) or the
California Pre-Internship Teaching Program set forth in Article 5.6
(commencing with Section 44305) are eligible to apply to participate
in the pilot project, for which they shall receive academic credit
towards a preliminary teaching credential.
(e) The Los Angeles County Office of Education, in partnership
with the California State University system, shall develop the
content of the professional development offered by the pilot project,
which shall be aligned with the California Standards for the
Teaching Profession and the academic content standards for
kindergarten and grades 1 to 12, inclusive.
(f) The Los Angeles County Office of Education shall contract for
an independent extensive evaluation of the pilot project to determine
the extent to which the project helped to retain participants in the
teaching profession, reduced costs of providing core content based
professional development to new teachers assigned to hard to staff
schools, improved the classroom management skills of new teachers,
and improved pupil learning. The Los Angeles County Office of
Education shall submit a report of the evaluation to the Legislature
before continuing or expanding the program.
(g) For purposes of this article, a "hard to staff school" is a
school in which 20 percent or more of the teachers assigned to
provide instructional services at the school are serving under an
internship credential, emergency permit, or waiver granted by the
Commission on Teacher Credentialing or have served less than two
years.
(h) This article shall remain in effect only until January 1, 2003,
and as of that date is repealed, unless a later enacted statute,
that is enacted before January 1, 2003, deletes or extends that date.
SEC. 4. Section 99220 of the Education Code is amended to read:
99220. The Regents of the University of California are requested
to jointly develop with the Trustees of California State University
and the independent colleges and universities, the California Reading
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
(a) (1) In June 1999, the University of California and its
institutes' partners shall commence instruction for 6,000
participants who either provide direct instruction in reading to
pupils in kindergarten or in grade 1, 2, or 3, or who supervise
beginning teachers of reading. Commencing in July 2000, the
institutes shall provide instruction for an additional 14,000
participants who either provide direct instruction in reading to
pupils, including special education pupils, in prekindergarten,
kindergarten or in grade 1, 2, or 3, or supervise beginning teachers
of reading. Of the 14,000 new positions, at least 2,000 shall be
reserved for prekindergarten teachers who teach in state preschool
programs located in the attendance area of low-performing schools in
order to link prekindergarten literacy development and reading
readiness to the state's reading goals for pupils enrolled in
kindergarten and grades 1 to 3, inclusive. If there are not enough
applicants to fill the 2,000 positions, the remaining positions may
be filled by teachers of pupils enrolled in kindergarten or any of
grades 1 to 3, inclusive.
(2) Ongoing support for second-year participants shall include a
second-year institute focusing on the use of instructional materials,
leveraging of school district resources, and the development of
teacher leadership within the school district to improve pupil
achievement in reading.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator,
with the majority of the team composed of beginning teachers.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' reading scores are at or below the 40th
percentile on the reading portion of the achievement test authorized
by Section 60640.
(B) Schools with a high number of beginning and noncredentialed
teachers.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a full complement of team members as outlined
above.
(E) School teams committed to participate in the Elementary
School Intensive Reading Program established pursuant to Article 1
(commencing with Section 53025) of Chapter 16 of Part 28 for a
minimum of three years.
(F) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(B) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of reading in a manner consistent with the standard for a
comprehensive reading instruction program that is research-based, as
described in subparagraphs (A) and (B) of paragraph (4) of
subdivision (b) of Section 44259, and shall include all of the
following components:
(A) The study of organized, systematic, explicit skills including
phonemic awareness, direct, systematic explicit phonics, and decoding
skills.
(B) A strong literature, language and comprehension component with
a balance of oral and written language.
(C) Ongoing diagnostic techniques that inform teaching and
assessment.
(D) Early intervention techniques.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum framework on reading/language arts adopted by the State
Board of Education.
(d) (1) Each participant who satisfactorily completes an institute
authorized by this section shall receive a stipend, commensurate
with the duration of the institute, of not less than one thousand
dollars ($1,000) nor more than two thousand dollars ($2,000), as
determined by the University of California.
(2) A participant in an institute authorized by this section who
satisfactorily completes additional institute activities or
leadership and mentoring responsibilities in his or her school in
subsequent years in accordance with institute guidelines shall
receive a stipend, commensurate with the participant's
responsibilities, of not less than five hundred dollars ($500) and
not more than two thousand dollars ($2,000), as determined by the
University of California. It is the intent of the Legislature that
stipends paid to participants under this paragraph average
approximately one thousand dollars ($1,000) per stipend recipient per
year.
(e) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course, and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in reading.
(f) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of reading course
requirements to an enrolled candidate who satisfactorily completes a
California Reading Professional Development Institute program if the
institute has been certified by the Commission on Teacher
Credentialing as meeting reading preparation standards.
(g) Nothing in this section shall be construed to prohibit a
participant from attending an institute authorized by this section in
more than one academic year.
(h) "Beginning teachers," for purposes of this article, are
teachers with three or fewer years of teaching experience.
SEC. 5. Section 99221 of the Education Code is amended to read:
99221. The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the High
School English Professional Development Institutes, to be
administered by the university, in partnership with the California
State University and with private, independent universities in
California, in accordance with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 12,000 participants who
either provide direct instruction in reading and writing to
California public high school pupils in grades 9 to 12, inclusive, or
supervise beginning teachers of high school reading and writing.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but is not limited to, all of the following:
(A) Schools whose pupils' scores on the English language arts
portion of the achievement test authorized by Section 60640 are at or
below the 40th percentile.
(B) Teams composed of a large percentage of the members of their
schools' English departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Teams of teachers from various departments within a school.
(E) Schools with a high number of beginning and noncredentialed
teachers.
(F) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(E) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of reading and writing in a manner consistent with the standard for a
comprehensive reading and writing instruction program that is
research-based, as described in subparagraphs (A) and (B) of
paragraph (4) of subdivision (b) of Section 44259.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on reading/language arts for kindergarten and
grades 1 to 12, inclusive, that are adopted by the State Board of
Education.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in English language
arts.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of English language arts
requirements to an enrolled candidate who satisfactorily completes a
High School English Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting English language arts standards.
SEC. 6. Section 99222 of the Education Code is amended to read:
99222. The Regents of the University of California are requested
to develop jointly with the Trustees of California State University
and the independent colleges and universities, the High School
Mathematics Professional Development Institutes, to be administered
by the university, in partnership with the California State
University and with private, independent universities in California,
in accordance with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,500 participants who
either provide direct instruction in mathematics to California public
high school pupils in grades 9 to 12, inclusive, or supervise
beginning teachers of high school mathematics.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. The school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
(B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a high number of beginning and noncredentialed
teachers.
(E) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of mathematics in a manner consistent with the standard for a
comprehensive mathematics instruction program that is research-based
and shall include all of the following components:
(A) Instruction in topics commonly found in high school
mathematics courses, including, but not limited to, geometry, algebra
II, trigonometry, and calculus, that will enhance the ability of
teachers to prepare pupils for the achievement test authorized
pursuant to Section 60640 and the high school exit examination
authorized pursuant to Section 60850 and to prepare pupils for
advanced placement and college coursework.
(B) Ongoing diagnostic techniques that inform teaching and
assessment.
(C) Early intervention techniques for pupils experiencing
difficulty in mathematics.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to
accommodate at least 5 percent of the participants through
state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in mathematics.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes a
High School Mathematics Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
SEC. 7. Section 99224 of the Education Code is amended to read:
99224. The Regents of the University of California are requested
to develop jointly with the Trustees of the California State
University and the independent colleges and universities, the Algebra
Professional Development Institutes, to be administered by the
university, in partnership with the California State University and
with private, independent universities in California, in accordance
with all of the following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in algebra or the coursework in the
two years leading to algebra to pupils enrolled in a public school
in grades 6 to 12, inclusive, or supervise beginning teachers of
algebra.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement examination authorized by Section 60640 are at or below
the 40th percentile.
(B) Teams composed of a large percentage of members of their
schools' mathematics departments, which may include the chair of that
department.
(C) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(D) Schools with a high number of beginning and noncredentialed
teachers.
(E) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(D) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of prealgebra and algebra in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
(A) Instruction in prealgebra and algebra that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
(B) Ongoing diagnostic techniques that inform teaching and
assessment.
(C) Intervention techniques for pupils experiencing difficulty in
prealgebra and algebra.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course and shall be supplemented,
during the following school year, with no fewer than 80 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in prealgebra and
algebra.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes a
High School Algebra Professional Development Institute if the
institute has been certified by the Commission on Teacher
Credentialing as meeting mathematics standards.
SEC. 8. Section 99225 of the Education Code is amended to read:
99225. The Regents of the University of California are requested
to develop collaboratively with the Trustees of the California State
University, the independent colleges and universities, and the county
offices of education, the Elementary Mathematics Professional
Development Institutes, to be administered by the university, in
partnership with the California State University and with private,
independent universities in California, in accordance with all of the
following criteria:
(a) In July 2000, the University of California and its institutes'
partners shall commence instruction for 5,000 participants who
either provide direct instruction in elementary mathematics to pupils
in grades 4 to 6, inclusive, or supervise beginning teachers of
elementary mathematics.
(b) (1) The institutes shall provide instruction for school teams
from each participating school. These school teams may include both
beginning and experienced teachers and the schoolsite administrator.
(2) Criteria and priority for selection of participating school
teams shall include, but not necessarily be limited to, all of the
following:
(A) Schools whose pupils' scores on the mathematics portion of the
achievement test authorized by Section 60640 are at or below the
40th percentile.
(B) Schools with high poverty levels, as determined by the
percentage of pupils eligible for free or reduced price meals.
(C) Schools with a high number of beginning and noncredentialed
teachers.
(D) Schools that have adopted standards-based materials approved
by the State Board of Education.
(3) In any fiscal year, if funding is inadequate to accommodate
the participation of all eligible school teams, first priority shall
be given to schools meeting the criteria set forth in subparagraph
(C) of paragraph (2).
(c) (1) The institutes shall provide instruction in the teaching
of elementary mathematics in a manner consistent with the standard
for a comprehensive mathematics instruction program that is
research-based, and shall include all of the following components:
(A) Instruction in elementary mathematics that will enhance the
ability of teachers to prepare pupils for the achievement test
authorized pursuant to Section 60640 and the high school exit
examination authorized pursuant to Section 60850.
(B) Instruction that will prepare teachers as mathematics
specialists and to become teacher trainers at their schools, assuming
more of the responsibility for mathematics instruction.
(C) Ongoing diagnostic techniques that inform teaching and
assessment.
(D) Early and continuing intervention techniques for pupils
experiencing difficulty in elementary mathematics.
(2) Instruction provided pursuant to this section shall be
consistent with state-adopted academic content standards and with the
curriculum frameworks on mathematics for kindergarten and grades 1
to 12, inclusive, that are adopted by the State Board of Education.
(d) In order to provide maximum access, the institutes shall be
offered through multiple university and college campuses that are
widely distributed throughout the state or in a regionally accredited
program offered through instructor-led, interactive online courses.
In order to maximize access to teachers and administrators who may
be precluded from participating in an onsite institute due to
geographical, physical, or time constraints, each institute shall be
required to accommodate at least 5 percent of the participants
through state-approved instructor-led, interactive online courses.
Instruction at the institutes shall consist of an intensive,
sustained training period of no less than 40 hours nor more than 120
hours during the summer or during an intersession break or an
equivalent instructor-led, online course, and shall be supplemented,
during the following school year, with no fewer than 40 additional
hours nor more than 120 additional hours of instruction and
schoolsite meetings, held on at least a monthly basis, to focus on
the academic progress of that school's pupils in elementary
mathematics.
(e) It is the intent of the Legislature that a local education
agency or postsecondary institution that offers an accredited program
of professional preparation consider providing partial and
proportional credit toward satisfaction of mathematics course
requirements to an enrolled candidate who satisfactorily completes an
Algebra Professional Development Institute if the institute has been
certified by the Commission on Teacher Credentialing as meeting
mathematics standards.
SEC. 9. Section 99225.5 of the Education Code is amended to read:
99225.5. In addition to providing the Legislature with quarterly
enrollment and completion reports, the University of California and
its partners in administering professional development institutes
under this article shall annually contract for an independent
evaluation of the professional development institutes authorized by
Sections 406, 99220, 99221, 99222, 99224, and 99225. The results of
this evaluation shall be reported, in writing, to the Legislature no
later than January 1, 2002, and annually thereafter.
SEC. 10. The sum of one million dollars ($1,000,000) is hereby
appropriated from the General Fund to the Los Angeles County Office
of Education to implement Article 5.7 (commencing with Section 44309)
of Chapter 2 of Part 25 of the Education Code.